THE TASK:A STIMULUS QUOTE:·Education conveys to the young, responses to the most profound questions of life - questions of truth and falsehood, of beauty and ugliness, or good and evil. These...

THE TASK:

A STIMULUS QUOTE:

·Education

conveys to the young, responses to the most profound questions of life -

questions of truth and falsehood, of beauty and ugliness, or good and

evil. These affirmations may be expressed in what an education fails to

do as well as in what it does, in what it rejects as well as in what it

adopts. Education may serve any cause… it may serve tyranny as well as

freedom, ignorance as well as enlightenment, falsehood as well as truth,

war as well as peace, death as well as life. It may lead men and women

to think they are free even as it rivets upon them chains of bondage(Ireland, Edlin & Dickens, 2004, p. 7).

Part 1 (40%) (1200 words)

Draft your Own personal dynamicPhilosophy of Christian Education(or

where appropriate- alternate worldview). This document could be

included in your future employment applications and referenced in your

programming. You should justify for your position from the literature

IN THIS SUBJECT using appropriate referencing and bibliography and you

should specify the educational context for which your work has been

prepared (Graduate Stage: 7.1.1; 7.2.1; 7.3.1; 7.4.1).

Part 2 (60%) (1800 words)

Draft your ownPedagogical Approach.As

a means of explaining aspects of your principles for pedagogy, discuss

the following teaching and learning methodologies: general principles

for classroom instruction and teaching; assessment and reporting

approaches; the importance of keeping accurate and reliable records;

behaviour management styles; and feedback strategies that you prefer.

Explain why you have rejected alternative approaches. Ensure that your

arguments are referenced by including a full APA 7 styled reference list

(Graduate Stage: 2.1.1; 2.5.1; 3.1.1; 3.3.1; 3.7.1; 4.3.1; 5.4.1;

5.5.1).

THE HEART OF THE TASK

Below is a summary:

1. 
   You can explain the proper relationship between
   instruction and teaching
   , as per Augustine and the George Knight article;
   


2. 
   What
   worldview [Biblical theory]
   is
   
   being expressed in your philosophy? How is that carried through into
   
   your pedagogy, in any of the detailed areas? How might that contrast to
   
   other world views?
   


3. 
   
   
   The Justice and Mercy relationship
   can help with a number of areas you explain – dealing with discipline, and assessment; and
   


4. 
   How do we remember –
   rehearsal and meaningfulness /
   engagements towards commitment learning as well as competency learning.
   

FURTHER SUPPORT NOTES FOR THIS TASK

If

you go back to the second assessment task, you will remember that will

outlined in some detail a suggested way to dissect an assessment task.

It revolved around the following aspects of completing your task:

RESOURCES to demonstrate COMPETENCY

There

have been many articles during the course that have invited you to

reflect theologically and philosophically about teaching and learning.
Ensure you quote these references
in supporting your ideas in both parts of this task.

WHAT MIGHT THIS LOOK LIKE?

Here

are suggestions from each tile as they relate to the assessment rubric

domains of (a) personal philosophy (b) pedagogy and (c) approaches to

learning goals. The last two segments (b and c) relate to the second

part of the task.

1. 
   TILE ON HISTORY AND DEVELOPMENT -
   
   some of these core ideas may involve helpful language for you to use in
   
   your philosophy - e.g. the theistic vs non-theist ways of looking at
   
   life and education (Poplin); the use of Biblical theory to construct
   
   your key principles (Watkin); the commitment to and ways of integrating
   
   faith into teaching practice - for both parts of the task -
   
   whatiflearning...
   


2. 
   TILE ON SOME HISTORY - do any of these
   
   theories provide professional language with which to talk about your
   
   philosophy and / or pedagogy?
   


3. 
   TILE ON STRATEGIES - what might
   
   Donnelly and Wiltshire's review suggest to you about how to manage the
   
   relationship between content and process = sequential knowledge and
   
   process focussed education (and this article covers both philosophy and
   
   practice); the 'what works well in practice' and the Sweller article
   
   have much to say about pedagogy and learning goals
   


4. 
   TILE ON
   
   CURRICULUM - Pazmino helps to define what you might mean by curriculum
   
   (philosophy) and impacts that might have on pedagogy; Hopkins, Donnelly,
   
   and Hirsch all have things to say about how philosophical commitments
   
   then run into emphases in practice
   


5. 
   TILE ON PROGRAMMING - how
   
   might the above considerations have an impact on what kind of
   
   programming you might prefer in what contexts?
   


6. 
   TILES 6 TO 10 -
   
   how might these contextual issues have an impact on your learning goals
   
   and pedagogy - sociocultural factors, national priority areas, working
   
   in difficult contexts, assessment and work preparation?
   

PLUS THERE ARE THE 10 CORE READINGS FROM YOUR WEEKLY READING FORUMS!

YOU MUST USE AUGUSTINE, DOWSON AND CAIRNEY FROM THESE READINGS, AS WELL AS THE ONES BELOW.

HERE ARETHE OTHER MINIMUM COURSE ARTICLES YOU MUST REFER TO AND USE
IN

THIS TASK: note that you can use one of these resources more than once.

Also, you may include other articles from the shells as well as these.

1. 
   Mary Poplin - worldview
   


2. 
   Christopher Watkin - Biblical theory
   


3. 
   Harro Van Brummelen - metaphors for teaching
   


4. 
   Fyson - character
   


5. 
   Hitchens' - dangerous idea of Jesus
   


6. 
   Wiltshire and Donnelly - trends in Australia
   


7. 
   CESE - best practice
   


8. 
   Sweller - sequential core knowledge
   


9. 
   NSW Quality Teaching Framework
   


10. 
    Pazmino - curriculum as a Christian
    


11. 
    John Hopkins - what we teach mattersOR Hirsch on Why Knowledge Matters
    


12. 
    At least one of the frameworks from the tile on Planning and Programming
    


13. 
    Use at least one of the references or quotes on the Sociocultural tile
    


14. 
    Fyson - justice and mercy
    


15. 
    Refer to at least one of the policies or principles in the last tile on teacher work-based awareness and skills
    

REMEMBER -

You must use the key literature from the course!

And -

Contact your lecturer sooner rather than later if the task is not making sense to you!

·Some Biblical references thatmay be relevant to yourphilosophy of Christian Education - Major Project:

God

is the basis for all truth (Luke 11:52). Each child is to be respected

because they are made in the image of God (Genesis 1:26-27). We are all

broken (Genesis 3; Romans 3:23) The primary responsibility for the

education of children rests with parents (Deuteronomy 6:7, 8; Genesis

17:7; Proverbs 22:6). However, the Christian school and the church

provide complementary roles in educating students for lives of

fellowship with God and service to others (Deuteronomy 11:18; Psalm

78:4, 5). Service to others inside and outside the classroom contributes

to the development of each student's talents and abilities (I

Corinthians 12; 1 Peter 4:10-11; Ephesians 2:8-10). Excellence in the

quality of education offered to children brings glory to God and

provides a compelling witness to our neighbours (Philippians 1:9-11;

Colossians 3:23). The goal of Christian education is to develop students

who will serve God and impact their community and the world by thinking

and acting Biblically in all areas of life (Romans 12:2; Matthew

22:34-40).